In this decision, the Supreme Court of India interpreted the right to education to include the right to the provision of a safe environment in schools, and imposed an obligation on schools to comply with certain fire safety precautions which were detailed in the judgment.

More than 40 percent of Tanzania’s adolescents are left out of quality lower-secondary education despite the government’s positive decision to make lower-secondary education free.

This report examines obstacles, including some rooted in outmoded government policies, that prevent more than 1.5 million adolescents from attending secondary school and cause many students to drop out because of poor quality education. The problems include a lack of secondary schools in rural areas, an exam that limits access to secondary school, and a discriminatory government policy to expel pregnant or married girls.

For a summary, see here.

For an esay to read version, in English, see here.

This High Court case deals with the constitutional obligation of the South African government to promote basic education by securing timely appointment and funding of educators at all public schools.  

The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals.

With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalised currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list.

The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all.

The report emphasises that education is a shared responsibility. While governments have primary responsibility, all actors – schools, teachers, parents, students, international organizations, private sector providers, civil society and the media – have a role in improving education systems. The report emphasises the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not.

The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence tries to determine why 15-year-old boys are more likely than girls, on average, to fail to attain a baseline level of proficiency in reading, mathematics and science, and why high-performing 15-year-old girls still underachieve in areas such as mathematics, science and problem solving when compared to highperforming boys. In 2012, 14% of boys and 9% of girls surveyed by the PISA exercise did not attain the PISA baseline level of proficiency in any of the three core subjects. On the other hand, in the top-performing economies in PISA, such as Shanghai-China, Singapore, Hong Kong-China and Chinese Taipei, girls perform on a par with their male classmates in mathematics and attain higher scores in mathematics than boys in most other countries and economies around the world.

As the evidence in the report makes clear, gender disparities in performance do not stem from innate differences in aptitude, but rather from students’ attitudes towards learning and their behaviour in school, from how they choose to spend their leisure time, and from the confidence they have–or do not have–in their own abilities as students. In fact, the report shows that the gender gap in literacy proficiency narrows considerably–and even disappears in some countries–among young men and women in their late teens and 20s. Giving boys and girls an equal opportunity to realise their potential demands the involvement of parents, who can encourage their sons and daughters to read; teachers, who can encourage more independent problem solving among their students; and students themselves, who can spend a few more of their after-school hours 'unplugged'.

This comprehensive report presents the results of the Ninth Consultation of UNESCO’s Member States on the implementation of UNESCO’s Convention and Recommendation against Discrimination in Education. Launched in 2016, this consultation involved 67 UNESCO Member States. The information contained in the national reports generally provides an extremely valuable resource for research and analysis, experience-and knowledge-sharing, and ultimately advocacy.

An interesting finding of the report is that countries seized on this periodic reporting exercise as a valuable opportunity to outline the challenges they face and to take stock of progress and reflect on how to overcome difficulties. The report highlights that the challenges are often crosscutting and intersectoral, making them more difficult to address.

In particular, the report points out serious challenges with regard to equity and inclusion. Socio-economic factors, poverty, ethnicity, location and gender account for significant patterns of discrimination and exclusion in education. Persistent harmful practices and attitudes stand in the way of many children and adults and deprive them of meaningful educational opportunities.

Difficulties relating to the quality of education were equally widely shared by countries, along with budgetary constraints and sometimes lack of governance, coordination and monitoring capacities.

The report also exemplifies the various measures adopted at the national level to ensure that education is provided to all in a discrimination-free environment. The report notably shares the positive measures reported by countries to guarantee inclusion in education, notably for girls and women, refugees, persons with disabilities and indigenous peoples, which is critical to advance SDG4.

In South Africa, SECTION27 has used rights-based strategies, including litigation, to hold the state accountable for not ensuring the procurement and delivery of textbooks to schools across Limpopo, a poor rural area of the country.

This case involves the interpretation of the scope of the constitutional right in South Africa to basic education and in particular whether the provision of school textbooks to all basic education learners for the whole academic year is an essential component of this right.

 

Con el objetivo de facilitar la participación activa de padres, niños y niñas, profesores y profesoras, sindicatos, comunidades y organizaciones locales de la sociedad civil en el seguimiento colectivo y la mejora de la calidad de la educación pública, Promoviendo los Derechos en las Escuelas o PRS  por sus siglas en inglés (Promoting Rights in Schools) ofrece un conjunto de herramientas prácticas que pueden ser utilizadas como base para la movilización, abogacía, incidencia y campañas. El paquete proporciona cuatro recursos claves:
 
1) Una carta estatutaria de 10 derechos que, cuando se hayan cumplido, permitirán a todos los niños y niñas completar una educación de buena calidad;
 
2) Una metodología participativa para aprender a: usar la carta estatutaria; recopilar, analizar y usardatos; y consolidar la información de los “informes ciudadanos” que pueden ser utilizados para el desarrollo de planes de acción o para animar los debates y las revisiones a nivel local, distrital y nacional;
 
3) Una serie de indicadores de educación, basados en los derechos humanos y organizados en un formato de encuesta para que los usuarios puedan recoger información de una manera sistemática;
 
4) Una recopilación de referencias claves internacionales de derechos humanos que proporcionan los fundamentos y la legitimidad de la carta estatutaria y de los informes.
 
PRS Promoviendo los Derechos en las Escuelas se basa en la educación y los marcos de derechos humanos para describir una escuela ideal que ofrezca una educación de calidad. Su metodología es compatible con los vínculos entre el programa de trabajo a nivel de la escuela,  las actividades de promoción y los esfuerzos políticos en foros nacionales e internacionales. El proceso es tan importante como el resultado: es sólo a través de la participación de todos los interesados y las interesadas ​​en el proceso - desde el desarrollo de la carta estatutaria, como la recogida de datos, su posterior análisis y elconsiguiente debate de las conclusiones – como se promueve una mayor conciencia de lo que hay que cambiar y de cómo hacerlo.

English

Aimed at actively engaging parents, children, teachers, unions, communities and local civil society organisations in collectively monitoring and improving the quality of public education PRS offers a set of practical tools that can be used as a basis for mobilisation, advocacy and campaigning. The pack provides four key resources:

1) A charter of 10 rights which, when fulfilled, will enable all children to complete a good quality education;

2) A participatory methodology for: using the charter; collecting, analysing and using data; and consolidating information into ‘citizens reports’ that could be used for the development of Action Plans or to encourage discussions and reviews at local, district and national levels;

3) A series of education- and rights-based indicators organised in a survey format to enable users to capture information in a systematic manner;

4) A compilation of key international human rights references providing the foundations and legitimacy of the charter and reports

PRS builds on education and human rights frameworks to describe an ideal school that offers quality education. Its methodology supports links between programme work at the school level and advocacy and policy efforts in national and international forums. The process is as important as the outcome: it is only through engaging all stakeholders in the process - from developing the charter to collecting and analysing the data and debating the findings - that we will promote greater awareness of what needs to change and how.

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